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Social Sciences and Humanities

D-Index
45
Citations
8384
World Ranking
3885
National Ranking
1846

Overview

Keith Weber is affiliated with Rutgers, The State University of New Jersey in the United States. Their research spans multiple intersecting fields, primarily focusing on social sciences and mathematics, with additional work related to psychology. Within these broader domains, Weber's contributions emphasize education, statistics and probability, theoretical computer science, experimental and cognitive psychology, and developmental and educational psychology.

Their scholarly output concentrates on various topics related to mathematics education, including teaching techniques, the history and theory of mathematics, cognitive and developmental aspects of mathematical skills, statistics education, and innovative methods for teaching and learning. Additional topics cover mathematics education programs and evaluations of teaching practices.

Keith Weber has published papers in several prominent venues, notably:

  • The Journal of Mathematical Behavior
  • Educational Studies in Mathematics
  • ZDM
  • Journal for Research in Mathematics Education
  • Cognition and Instruction

Recent papers authored or coauthored by Weber include:

  • The relationship between mathematical practice and mathematics pedagogy in mathematics education research, 2020, ZDM
  • Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus Classroom Instruction, 2020, Cognition and Instruction
  • Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn, 2022, The Journal of Mathematical Behavior
  • The relationship between mathematicians' pedagogical goals, orientations, and common teaching practices in advanced mathematics, 2020, The Journal of Mathematical Behavior
  • Metaphors for learning and doing mathematics in advanced mathematics lectures, 2020, Educational Studies in Mathematics

Frequent collaborators alongside Keith Weber include Juan Pablo Mejía-Ramos, Nicholas H. Wasserman, Stephen Abbott, and Timothy Fukawa-Connelly. These research relationships reflect recurring engagement with specialists in mathematics education and related fields.

Weber has contributed to academic literature through book publications as well, notably a title published by Springer International Publishing:

  • Understanding Analysis and its Connections to Secondary Mathematics Teaching, 2022

Best Publications

  • Student difficulty in constructing proofs: The need for strategic knowledge

    Keith Weber

  • Semantic and Syntactic Proof Productions

    Keith Weber;Lara Alcock

  • Traditional instruction in advanced mathematics courses: a case study of one professor’s lectures and proofs in an introductory real analysis course

    Keith Weber

  • Investigating Helicopter Parenting, Family Environments, and Relational Outcomes for Millennials

    Kelly G. Odenweller;Melanie Booth-Butterfield;Keith Weber

  • How Mathematicians Determine if an Argument Is a Valid Proof

    Keith Weber

  • Students’ understanding of trigonometric functions

    Keith Weber

  • Learning opportunities from group discussions: warrants become the objects of debate

    Keith Weber;Carolyn Maher;Arthur Powell;Hollylynne Stohl Lee

  • An assessment model for proof comprehension in undergraduate mathematics

    Juan Pablo Mejia-Ramos;Evan Fuller;Keith Weber;Kathryn Rhoads

  • Mathematics Majors' Perceptions of Conviction, Validity, and Proof

    Keith Weber

  • Proof validation in real analysis: Inferring and checking warrants

    Lara Alcock;Keith Weber

  • Research on the teaching and learning of proof: Taking stock and moving forward

    GJ Stylianides;AJ Stylianides;K Weber

  • Why and how mathematicians read proofs: an exploratory study

    Keith Weber;Juan Pablo Mejia-Ramos

  • Teaching and learning proof across the grades : a K-16 perspective

    Keith Weber;Lara Alcock

  • Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof construction

    Keith Weber

  • College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory

    Zachary W. Goldman;Alan K. Goodboy;Keith Weber

  • Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey.

    Kristen Lew;Timothy Patrick Fukawa-Connelly;Juan Pablo Mejía-Ramos;Keith Weber

  • How mathematicians obtain conviction: implications for mathematics instruction and research on epistemic cognition

    Keith Weber;Matthew Inglis;Juan Pablo Mejia-Ramos

  • Communcating emotional support and its relationship to feelings of being understood, trust, and self‐disclosure

    Keith Weber;Aaron Johnson;Michael Corrigan

  • Student interest: A two-study re-examination of the concept

    Keith Weber;Matthew M. Martin;Jacob L. Cayanus

  • Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages

    Sean M. Horan;Matthew M. Martin;Keith Weber

  • Verbal aggression in sibling relationships

    Matthew M. Martin;Carolyn M. Anderson;Patricia A. Burant;Keith Weber

Frequent Co-Authors

Matthew M. Martin
Matthew M. Martin West Virginia University
Melanie Booth-Butterfield
Melanie Booth-Butterfield West Virginia University
Scott A. Myers
Scott A. Myers West Virginia University
Alan K. Goodboy
Alan K. Goodboy West Virginia University
Michèle M.M. Mazzocco
Michèle M.M. Mazzocco University of Minnesota
Camilla Gilmore
Camilla Gilmore Loughborough University
Nicole M. McNeil
Nicole M. McNeil University of Notre Dame
Bert De Smedt
Bert De Smedt KU Leuven
James C. McCroskey
James C. McCroskey West Virginia University
Virginia P. Richmond
Virginia P. Richmond University of Alabama at Birmingham

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